The effectiveness of teaching self-regulation strategies on reading fluency of students with reading disorders

The purpose of this study was to investigate the effectiveness of teaching self-regulation strategies on reading comprehension of students with reading disorders. This research was a semi-experimental type with a pre-test-post-test design and a control group. The total statistical population included 10 to 12-year-old male students with dyslexia who referred to Mobin Learning Disorder Center in Mashhad in 1400. The research sample consisted of 30 people from the mentioned society who were selected by the available sampling method with a voluntary method and according to the conditions of entry and exit, and were randomly replaced in two groups (15 people in the experimental group and 15 people in the control group). The data collection tool of this research included the reading recognition test (Karami and Nilipour, 2010). Self-regulation strategies were taught in 10 75-minute sessions twice a week to the subjects of the experimental group, and during this time, the control group did not receive any training. For the statistical analysis of the data, univariate analysis of covariance and dependent t test were performed in SPSS software with version 24.